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Daily Report Cards: A Recommended Intervention in the Schools

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Author(s): Karissa L. Frafjord-Jacobson | Andrea C. Hanson | T. F. McLaughlin | Amanda Stansell | Vikki. F. Howard

Journal: International Journal of Basics and Applied Science
ISSN 2301-4458

Volume: 1;
Issue: 3;
Start page: 461;
Date: 2013;
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Keywords: Daily report cards | Home communication | Contingency management | Evidence-based intervention | Home consequences | Students with disabilities | Academic intervention | Home/ school linkage.

ABSTRACT
The purpose of this paper was to review and evaluate the available and current literature regarding the use of daily report cards. Literature was gathered using computer searches of the ERIC, Psych Info, and Google Scholar databases. Also, the reference sections found in the articles from the computer searches were also searched. The overview, history, summary of components, sample models, and issues surrounding daily report cards were provided. Sample outcome studies using daily report cards were reviewed. These studies and others reported daily report cards to be an effective intervention for both elementary and middle school students. This was also found across both social and academic behaviors. The limitations and concerns regarding the use of daily report cards were discussed.
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